[The relationship between assumed-competence and communication about learning in high school].
This study investigated the relationship between assumed-competence (based on undervaluing others in general belief) and learning-related communication. Two-hundred-seventy-one high school students completed a questionnaire measured assumed-competence, engagement in study-related conversations with friends (planned courses after high school, students' own achievements in learning, school subjects they like and dislike, anxiety about failure, criticism of others), help-seeking behavior directed towards teachers and friends, and help-giving to friends. Students who had high assumed-competence tended to brag about their own achievements, criticize their teachers' methods, and talk negatively about their friends' academic failures. Furthermore, assumed-competence correlated positively with avoidance of help-seeking from friends, avoidance of help-giving to friends, and giving away answers on assignments. These types of help-seeking and help-giving behaviors are apparently not connected with learning, given that people with high assumed-competence tended not to seek help from friends or help friends in appropriate ways. The present results indicate that assumed-competence could be an obstruction to the formation of good relationships with others.
Kodaira
Hideshi
H
St.Mary's College, Nagoya, Akatsuki-cho, Showa-ku, Nagoya 466-0034, Japan. kodaira@ryujo.ac.jp
Aoki
Naoko
N
Matsuoka
Mirei
M
Hayamizu
Toshihiko
T
D000293:Adolescent; D003142:Communication; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D007858:Learning; D008297:Male; D000297:Psychology, Adolescent; D012649:Self Concept; D011795:Surveys and Questionnaires